Teaching and Learning Week - Institute for Teaching and ...blended modes of course delivery Cirrus: Staff and student feedback [Teaching Innovation at UQ] | [October 30] 22 Teaching

Teaching and Learning Week2019

Designing a flexible employability course for humanities and social science students Tia ScottStudent Partner, WIL Course Design, HASS

Yvonne OberhollenzerManager, Student Futures, HASS

PHSS2000: Practical Employability Experience

[Teaching Innovation at UQ] | [October 30] 3

Teaching and Learning Week 2019

4x pre-experience workshops

Individual work-related experience Post-experience workshop +

networking event

Work plan Work report2x reflections Video + participation

Online skills modules + 2x online group coaching sessions

What worked



Collaborative curriculum design

process

Reflective assessment

Focus on professional and

transferrable skills

Student’s feedback



The experience reinforced my

excitement about graduating and

working in a professional setting.

I enjoyed combining work experience

with workshops to explore things that

I’ve learnt like emotional

intelligence and capacity to work in

teams I now see that I’m in right place and

studying the right thing.

CRICOS code 00025B

Yvonne Oberhollenzer Manager, Student FuturesFaculty of Humanities and Social [email protected]

Tia ScottStudent Partner, WIL course design Faculty of Humanities and Social [email protected]

Thank youDr Deanne GannawaySenior Lecturer Institute for Teaching and Learning [email protected]

Sophie PlunkettLearning Designer Faculty of Humanities and Social [email protected]

Improving the student experience with Online Scavenger Hunts

Shaun Chen, Project Leader, EAITMark Gillow, Learning Designer, ICTE

Blend together the tried-and-true fun of scavenger hunts with mobile technology and create a learning experience like no other.

Students use phone app to work in teams to complete missions, earn points and learn while having fun.

Online, mobile scavenger hunts



Free app5 mission typesTeam or individual playerReal time activity feedLive leaderboardTotally paperless

Easy to build, Easy to run



1st year EAIT Orientation• 64 students comprising 10 team

completed 231 missions around UQ campus in 90 minutes

International EAIT Orientation • 101 students comprising 19 team

completed 455 missions around UQ campus in 90 minutes

Student Response



www.goosechase.com/edu

[email protected]

[email protected]

Find out more



CRICOS code 00025B

Mark GillowLearning DesignerInstitute for Continuing and TESOL [email protected] 047 077

Thank you

Narrative Medicine

Dr. Vinu Verghis

“Narrative medicine is…. The capacity to recognize, absorb, metabolize, interpret, and be moved to action by the predicament of others.”-Rita Charon

What is Narrative Medicine



Emily Mackenzie: Mental Illness

Butterfly Effect

“What elements did you enjoy most from this module, and Why?”

What is Narrative Medicine



Informal feedback

Engaging, interactive, stimulating Youtube video UQ wordcloud

CRICOS code 00025B

Thank youDr Vinu VerghisSchool of Biomedical [email protected]

Cirrus: Digital annotation & writing tools for engaged learning and assessment

Dr Nat Collie Dr Catriona MillsDr Seb Dianaticirrus.austlit.edu.au

Built by UQ’s AustLit team, with the support of TIG and TEL grants.Developed in collaboration with UQ students and staff using the platform.Offers four kinds of annotation (text, image, audio, and video) and two forms of digital writing (multi-tabbed exhibitions and parallax magazine-style webpages).Used by over 4000 UQ students since 2016, in courses of between 10 and 400 students.Coordinator-uploaded annotation assessment items are directly available through Blackboard.The two digital writing formats can be downloaded as PDFs for submission through Blackboard and Turnitin.

Cirrus: The basics



Cirrus: Annotation tool (text, image, audio, & audio-visual)



Students can:• Directly interrogate the object under analysis• Analyse a richer range of content• Prepare for tutorials online• Give and receive peer feedback

Staff can:• See student engagement with tutorial

preparation and reading• Easily monitor improvement over the

semester

Cirrus: Exhibition tool



Students can quickly and easily build multi-tabbed webpages, using a custom system:

• Add text and images

• Embed interactive content, including audio and video, 3D objects, & interactive timelines

• Build up a rich analysis of the object under interrogation

• Directly annotate the object of study within their assignment

• Work individually or collaboratively

Cirrus: Parallax tool



Students use an intuitive branching system to build rich, beautiful webpages with a scrolling, magazine-style format:

• Make the most of illustrated material

• Produce a beautiful outcome that can form part of their ePortfolios

• Showcase creative work

• Branch out from the traditional essay into alternative forms of long-form illustrated writing

• Includes all the embedding and annotation functions of the multi-tabbed exhibition webpage tool

• Easy to navigate

• Intuitive to learn and use

• Supports teaching and learning of critical analysis and creative communication skills

• Enables the design of flexible, blended modes of course delivery

Cirrus: Staff and student feedback



“I found myself reading more carefully than I usually would, and I think that transferred into my other classes too.”

“It was an easy way to present work in a visual, professional-looking way that is engaging for the readers, without any knowledge of design or coding or use of more specialist (and more time demanding) programs like Photoshop or InDesign.”

“I was forced to read more critically and look at techniques more carefully.”

“Excellent interface for visual analysis.”

“I think because it's such an easy tool to annotate, reading and understanding what makes specific pieces good was a bit easier. For the peer reviews, it was good because I could see what other students wrote, and could give good quality feedback to others as well. Because of the peer review via Cirrus, I changed my story a ton and probably was better off because of it.”

cirrus.austlit.edu.auDr Catriona [email protected]

Cirrus: Want to know more?



CRICOS code 00025B

Thank youDr Natalie CollieLecturerSchool of Communication and [email protected] 3365 2164

Dr Catriona Mills Senior Research ManagerAustLitSchool of Communication and [email protected] 3346 8279

Dr Seb DianatiDigital Curriculum DesignerSchool of Languages and [email protected] 3365 6278

Using technology in anatomy assessmentDr Iulia OanceaDr Claire AlandMs Kate Drinkwater

Written Examinations

26

https://bokcenter.harvard.edu/taxonomies-learning


[Teaching Innovation at UQ] | [October 30]

Performance

Opportunistic feedback• Generally very positive• Relevance of mock exam

Student response

27



Practical Examinations

28

Practical Examinations



CRICOS code 00025B

Thank youDr Iulia Oancea LecturerSchool of Clinical Medicine [email protected]

Dr Claire Aland LecturerSchool of Biomedical [email protected]

Ms Kate DrinkwaterOffice of Medical [email protected]

Mr Adam LandowEducation Support OfficerSchool of Environment and Rural ScienceUniversity of New England

Authentic Assessment in a Large Compulsory First-year Course

Sara Herke and Adam Piggott

Authentic Assessment

31


In authentic assessment … “tasks are either replicas of or analogous to the kinds of

problems faced by adult citizens and consumers or professionals in the field.”

Grant Wiggins, 1993

“Authentic tasks must anchor the assessment process…Students must see what adults

really do with their knowledge…Genuine tasks demand challenges that require good

judgment, adaptiveness, and the habits of mind—such as craftsmanship and tolerance for

ambiguity—never tested by simplistic test items.”

Grant Wiggins, 1996-97


The Assignment

32



Evidence of Success

33


Week 1 Week 13No prior computing (N=136)

Mean OAP -- 3.52

Std dev of OAP

-- 1.24

Prior computing (N = 69)

Mean OAP 4.09 4.82

Std dev of OAP

1.17 1.35

Cohen’s d effect size for this change in mean OAP for computer programming is

0.58, which is considered a medium effect.

Course componentsPython Contact

Tutorial P&C Assignment

MyPyTutor

No prior computingN = 136

% Positive 33 67 62 33% No change 63 23 15 64% Negative 4 11 23 3

Prior computingN = 69

% Positive 28 70 62 29% No change 67 28 28 68% Negative 4 3 10 3


A Student’s Reflection

34


Situation: The Python Coding and Communication assignment helped develop my problem-solving skills. We had to combine skills we had in many areas (modelling, coding and communication) to develop a program. While, at the time, it was difficult, finding the solution to problems you were having was rewarding. This rewarding side of solving problems is what made the experience memorable, and was a massive learning curve.

Effect: Using, what seemed to be broad and unspecific information, to extract models and then transfer these models into code that was dynamic and changed the models based on what the user inputs. This experience rationalized the use of coding in a real world scenario and made me appreciate the complexity of the underlying problem-solving skills required to code.

Action: I would try the problem at different times, not just in on sitting. When I got annoyed I would go and do something else then come back to it. There was times when the solution to a problem would come to me when I was doing something completely unrelated to SCIE1000, like cooking, and I would write down the solution right then and there.

Learning: I am more open to ambiguous problems with specific solutions. I also have a beginners level ability to code but a massive appreciation of it. I understand how truly rewarding solving a problem can be. Problems are universal to every career, so having an appreciation for the method of solving them has helped me develop as a student and person.


Where Can You Find More Information?

35


[email protected]

[email protected]

Or run some student code!


Iterative teaching of key concepts in Genetics

Dr Milos Tanurdzic and the BIOL1020 UQ2U ITaLI team

The process of meiosis is key to understanding the principles of inheritance



• key process for all sexual reproduction (plants, animals, fungi)• cornerstone principle across all levels of genetics taught at UQ• in textbooks it is presented descriptively and without iteration

Build a reusable learning object that can be embedded in several parts of BIOL1020 and later courses (e.g. BIOL2202/2902)

Create a learning activity that would integrate the process of meiosis with the principles of inheritance

Revisit and reuse the same teaching tools in several parts of the course to enable layered learning (a-ha! moments)

Plan



Build a reusable learning object that can be embedded in several parts of BIOL1020 and later courses (e.g. BIOL2202/2902)

Produced a new stand-alone Meiosis animation (Thanks Linda and the ITaLI team!) which was then embeded in BIOL1020 Online Learning (UQx) but can also be used in other courses

Tutorial activity using ‘chromosomes’ to performmeiosis as described in the video but now adding the concepts of genes and alleles



Create a learning activity that would integrate the process of meiosis with the principles of inheritance

This activity shows students how they can derive Mendel’s principles of inheritance on their own once they understand how meiosis works. Simple, yet very effective active learning! Also scalable to different class sizes.

Tutorial activity on gene linkage (deviations from Mendelian predictions) using the same objects and prior knowledge



Revisit and reuse the same teaching tools in several parts of the course to enable layered learning (a-ha! moments)

B B b b

The online learning forced you to stay up to date with the content. The genes and evolution part was also fun because it was more based on logic instead of memorisation and the tutorial problems were like solving puzzles.

SECATs – best aspectsFeedback



• Thoughtful and analytical approach to teaching innovation (ie engaged teaching and design teams)• Simple is good, simple is scalable• Understanding program design and course content across years means we can re-use and re-purpose

teaching tools and resources and that is a great thing for student learning.

Musings and recommendations



CRICOS code 00025B

Thank you!BIOL1020 teaching team:

• A/Prof Cynthia Riginos• A/Prof Nigel Beebe• A/Prof Paul Ebert• A/Prof Stuart Kellie• Dr Jack Wang• Prof Sassan Asgari

Dr Milos TanurdzicSchool of Biological [email protected]

Questions?UQ2U BIOL1020 team:

• Ari Afflekt• Linda MacDonald• Dom McGrath• Daniel Greenup

FoS SLOCI evaluation team

• Ciara Horton• Kara Platt-Behrens• Eimear Vallely

Animated Scenarios for Engagement in Ethical Decision Making

Multi-stage scenarios that explore ethical and professional scenarios

Based on published clinical examples

Questions after exploration will guide reflection

Peers will assess the written reflection

The Innovation



Example - Explores consent and scope of practice.

CYOA 1 - Professionalism, social contract and fraud.

CYOA 2 – Mandatory notifications to regulatory agency

CYOA 3 – Conflicts of interest and business ethics

The scenarios



Generating the scenarios



CRICOS code 00025B

Thank youChristopher Sexton LecturerSchool of [email protected] 8030

facebook.com/uniofqld

Instagram.com/uniofqld

Interactive web-based simulations to support deeper understanding of interacting processes in first year biology

A/Prof Cynthia RiginosDr. Joshua Thia (student partner)

Evolutionary processes interact to affect snapdragon colour variation



Mutations

Genetic drift

Gene flow

Natural selection

Evolutionary processes interact to affect snapdragon colour variation



Mutations

Genetic drift

Gene flow

Natural selection

Example: genetic drift + selection









R Shiny • Familiar to instructors (can do the programming,

make changes)• Clean graphical outputs• Potentially $$$ - External hosting with cost scaled

by demands• Likely to slow or crash with high demand

Java• Require reprogramming by eLIPSE team

(= upfront $)• No hosting costs• No demand issues

Too many simultaneous requests can bog down server (1000 students X 5 simulators X 10 submissions/per simulation/per student….. = 50,000 server requests!)

Challenge – Scaling up for 1000+ students



R Shiny



Java

R Shiny version embedded in edge.edx with links to Java backup

R Shiny • OK, if activity is asynchronous• Flexibility if instructors can program themselves• Costs much lower than expected ($39/month on

shinyapp.IO)

Java• Better if activity is synchronous (in class)• No ongoing costs• Set up costs large unless instructors can program

in Java (but eLIPSE can help!)

Recommendations for large classes



SLOCI comments• There were a lot of elements to this OL that made it one of the most varied and interactive in the course. The

simulations were such a useful tool! It provided something to interact with, and then with each iteration gave results and graphs to interpret. They start of quite simple, and get pretty complicated towards the end with more parameters to control for each simulation. They were really cool, and it was cool how the questions revolved around their use. The online learning forced you to stay up to date with the content. The genes and evolution part was also fun because it was more based on logic instead of memorisation and the tutorial problems were like solving puzzles.

SECATs – best aspects• The online learning forced you to stay up to date with the content. The genes and evolution part was also fun because

it was more based on logic instead of memorisation and the tutorial problems were like solving puzzles. • I really enjoyed the online learning aspect of BIOL1020. • I really liked the online learning and the flexibility it gave me

Feedback



CRICOS code 00025B

Thank you!Phil Waller – eLIPSEAneesha Bakharia – ITaLI

Faculty of Science Students as Partners Program

@uqITaLI

UQ Institute for Teaching and Learning Innovation (ITaLI)

Dr Cynthia RiginosAssociate ProfessorSchool of Biological [email protected]

Dr. Joshua ThiaStudent Partner

Questions?

Overleaf: Using it’s full potential

James Nicholson

Based on LaTex typesetting system primarily used in science disciplines for communication and publicationLaTex

• Handles complex notation well• Separation of content and style• Complex tables and illustrations • Open source

Overleaf is a front end cloud based web application that makes using LaTex more intuitive and value adds features such as track changes, version control etc.Use templates to manage style so students can concentrate on content

What is LaTex and Overleaf?



Key features



• Real time collaboration to see who has contributed what• Provide students with template assignments or exercises• Nothing to install (just sign up for a free account through UQ’s subscription)• Track changes to leave comments or suggestions • Version control to retrace steps• Rich text editor

Overleaf for Teaching and Learning





The good folks over at Overleaf have just pre-loaded my homework template so that my students no longer have to copy the contents from GitHub and then paste them into a new project at Overleaf.

In fact, it's even better than that. They created a button for me that I just added to the bottom of the homework page of our course webpage that you can click to open Overleaf with the template preloaded.

Awesomeness. I'm so glad that I chose Overleaf as the platform my students use to typeset their homework. And it just keeps getting better!

Dana ErnstAssistant Professor in the Department of Mathematics and Statistics at Northern Arizona University.



• 300 UQ authors (June 2018)• 1430 UQ authors (October 2019)

Official UQ Thesis Template https://bit.ly/2VSjQzJ

Manuscript templates for journal submission SAGE: https://au.sagepub.com/en-gb/oce/manuscript-submission-guidelines#LATEXWiley: https://bit.ly/35QgLF8T & F: https://authorservices.taylorandfrancis.com/formatting-and-templates/Elsevier: https://www.elsevier.com/authors/author-schemas/latex-instructions

Resumes, Presentations, Letters, Posters etc…

Current usage & other applications



CRICOS code 00025B

Thank youJames Nicholson Scholarly Publishing Officer UQ [email protected] 3365 2788

RiPPLE: A Crowdsourced Adaptive Platform for Recommendation of Learning Activities and Study SessionsDr Hassan KhosraviSenior Lecturer in Learning Analytics

@haskhosravi

hassan-khosravi.net

[email protected]

Problem Statement



Content

High levels of diversity in academic ability

Activity

Limited opportunities for facilitating higher

order learning at scale

Support

• Less direct and indirect contact with

each learner

Research

• Limited opportunities for conducting empirical educational research

Four main categories of challenges in higher education:

69

To develop of a cost-effective enterprise adaptive learning system called RiPPLE that:

Mission Statement



1. Delivers an adaptivelearning experience across a large range of disciplines

2. Fosters creativity and evaluative judgement at

scale

3. Connects students based on their academic

needs and aspirations

4. Supports ethical empirical educational

research

RiPPLE overview & demo



1. Overview2. Demo3. Website

1. Considerable attention has been given to LA ethical principles: consent, transparency and benevolence

2. Supports empirical educational research by enabling instructors to conduct sound, large scale randomised, quasi-experimental and observational experiments on a range of fields fields including user modelling, recommender systems, crowdsourcing, peer learning and evaluative judgement.

Supporting Ethical Empirical Educational Research



ripplelearning.org

Adoption and Dissemination



Current Status: Over 3000 users have used RiPPLE in 15 offerings. They have created over 7000 learning resources and have made over 250,000 attempts on these resources.

CRICOS code 00025B

Thank youDr Hassan KhosraviSenior Lecturer in Learning Analytics

@haskhosravi

hassan-khosravi.net

[email protected]

Engaging students in large classes in online, collaborative discourse

Gwen Lawrie ([email protected])School of Chemistry & Molecular Biosciences

Think.Chat.Learn

Synchronous (Teacher-Guided) Asynchronous (Self-Regulated)

Lecturer Explanation

Peer discussion

Thinking/Problem-solving Self-directed studyThinking/Problem

Instructional interdependency in blended courses


76

Intended LOs: Thinking about thinking, communication of conceptsTask design: stimulus video of a real world complex system introduces cognitive conflict. Students propose an explanation, discuss in a group to find a consensus explanation then reflect on their individual thinking.

The platform enables flexibility in choice of stimulus resources & tasks

Collaborative Discourse: Think.Chat.Learn (formerly MOOCchat)


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Moon, A., Stanford, C., Cole, R. and Towns, M. (2016) The nature of students’ chemical reasoning employed in scientific argumentation in physical chemistry. Chemistry Education Research and Practice. 17, 353-364.Ellerton, P. (2015). Metacognition and critical thinking: Some pedagogical imperatives. In The Palgrave handbook of critical thinking in higher education (pp. 409-426). Palgrave Macmillan US.Ellerton, P. (2016). The Critical Thinking Matrix. From: http://www.ctp.uq.edu.au/content/resources-and-pedagogical-framework

Analysing student discourse to evidence their reasoning about chemical concepts

…adapted Ruder, Lantz & Cole rubric (http://elipss.com/index.html)

In collaboration with the UQ Critical Thinking Project Team

Assessment of Online Collaborative and Critical Discourse


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79

FundingUQ Teaching Innovation Grant

Think.Chat.LearnPhil Waller, Anant Tuli UQ eLIPSE

Vincent Wheatley, Lydia Kavanagh EAITEffie Kartsonaki, Philip Sharpe SCMB

Deborah Brown, Peter Ellerton, UQ Critical Thinking ProjectProf Renee Cole, (University of Iowa), ELIPSS Project

Final Thoughts …We are seeking course coordinators/academics who wish to trial

Think.Chat.Learn in semester 1 2020 – fully supported by our team

[email protected]


Video Reflexivity and Creativity in Developing Professional Communication Skills

Dr Emma Bartle and Dr Sandra March The School of DentistrySue Gollagher and Jessica Florent ICTE

• UQ School of Dentistry

• Effective clinical communication

• ESL cohort

• True collaboration: ICTE + SoDA = Fizz!

• Where to start? EARLY!

Context





Institute of Continuing & TESOL Education

English for Academic Communication

Collaboration between ICTE language teachers and UQ academics to develop the academic language and communication skills of EAL students.

EAC: HDR Research Writing STEM/HASSEAC: Postgraduate LawEAC: MA in Chinese Interpreting & Translation EAC: Master of Applied LinguisticsEAC: Engineering – Undergrad & postgradEAC: Architecture Undergrad & postgradEAC: GattonEAC: WRIT1001EAC: Development PracticeEAC: Business EAC: Pharmacy EAC: Pharmaceutical Industry Practice (in development)EAC: Dentistry

Teaching Outcomes:• Embedded professional support for language skills teaching.• Refined and enhanced clinical skills assessment tool (SOAP).

Learning Outcomes:• More effective learning derived form Virtual Patient video scenarios.• More authentic engagement with Simulation Peer Clinic role play learning activities.• Improved student communication confidence and performance.

Teaching and Learning Sustainability



SOAP = a form of OSCE or mini-CEXAllows evaluation of performance of 20 individual clinical skills grouped in 4 or 5 domains:Effective: A cherry-picked range of the skills developed in the Simulation Peer Clinic role play learning activities which demonstrate development of communication skills (initial greeting and maintenance of connection) and clinical safety skills (ergonomics and infection control protocols).Efficient: Entire cohort assessed, scored, and all students receive immediate individual feedback for performance improvement delivered by 8 experienced calibrated examiners (plus 1 moderating examiner) who are all rostered session clinical supervisors, during 2 rostered in-class clinical sessions at each semester end.Scaffolded: Second iteration adds fresh skills learned in Semester 2 while reassessing earlier skills.Authentic: Assesses real-world skills required for dental practiceIntegrated: Examines exactly what is learnt and done during class LAs for the course LO of performing a comprehensive oral examination.

Structured Objective Assessment of Practice



Structured Objective Assessment of Practice



• Shared expertise between content experts and language specialists

• Explicit professional communication skills

• Assessment tool refined

• Standardisation conducted to ensure test reliability

• 20-hour course designed

• Video reflexivity: peer feedback, teacher feedback and self-reflection

EAC Outcomes





The process



The students



“I feel like the conversations are becoming less awkward”

“I am definitely more confident and familiar with what to do”

“I’m really glad there is this course for us to improve our communication skills”

Student feedback

“I liked the role play because we are improving our communication skills and getting to know each other better”

“I didn’t know that I didn’t pronounce the end of my words”

“The role play and then watching the virtual patient allowed me to clearly see how much better I can get at gathering and checking information”

“Now I know how to ask patients questions in a polite and efficient way. “



CRICOS code 00025B

Thank youJessica Florent Senior TeacherInstitute of Continuing & TESOL [email protected]

facebook.com/ICTEUQ

instagram.com/icte_uq

twitter.com/icteuq

linkedin.com/company/uqinstitute-of-continuing-tesol-education

youtube.com/user/ICTEUniofQld

Documents

Teaching and Learning Week - Institute for Teaching and ...blended modes of course delivery Cirrus: Staff and student feedback [Teaching Innovation at UQ] | [October 30] 22 Teaching